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Pathways to participation open for local disabled athletes

South Walton High School junior Zachary Reese warms up before a track practice recently. Reese who is deaf, also plays football for the school and says the physical demands of sports are harder to deal with than his disability.

NICK TOMECEK / Daily News

By KATIE TAMMEN / Daily News

Published: Monday, February 4, 2013 at 02:28 PM.

The rules of the game are changing once again at public schools across the United States, but this time the demands are focused outside the classroom.

For decades, districts have been required to provide disabled students with equal access to extracurricular activities under Section 504 of the Rehabilitation Act of 1973. But far too many schools are failing to observe the law, according to a letter released by the U.S. Department of Education’s Office for Civil Rights.

“The United States Government Accountability Office (GAO) published a report that underscored that access to, and participation in, extracurricular athletic opportunities provide important health and social benefits to all students, particularly those with disabilities,” the Jan. 25 letter stated.

“Unfortunately the GAO found that students with disabilities are not being afforded an equal opportunity to participate in extracurricular athletics in public elementary and secondary schools.”

Local school officials said they are still processing the finer nuances of the clarifications provided but, on the whole, it likely won’t change much.

“I do not see where this will be like a learning curve for us or something that will be difficult for us to implement because we’ve been doing it for years,” said Melody Sommer, program director of exceptional student education in Okaloosa County.

Just like countless educators across Florida, officials in Okaloosa, Santa Rosa and Walton counties sit down with the parents and guardians of every student that meets one of the 13 eligibilities to be considered disabled under state law. Together, they figure out what needs to be done to ensure students are given ample opportunity for “meaningful participation.”

Under the law, the disabilities can range from autism to a hearing impairment to a medical issue.

South Walton High School junior Zachary Reese has personal experience with just how far educators will go to ensure he can do everything he is capable of and qualified for.

This year, that meant playing on the school’s football team and running with the track team.

During football and track, Reese’s after-school interpreter, James Burns, is always on the sidelines to communicate any information from coaches or teammates.

“It’s pretty good,” the 18-year-old signed when asked about his experiences on the teams.

He said the most difficult parts had nothing to do with his hearing impairment and everything to do with the physical demands of the sports.

“I grew up around hearing people, so I was kind of used to it,” he said.

According to Burns, who goes to football camp, practices and even travels with Reese during the away games, the district has done a lot to accommodate Reese.

“It’s difficult at times, but for the most part, we get it (information) to him,” Burns said.

According to Quinn Sanders, who is Reese’s track coach and an assistant football coach, learning to communicate with Reese was an adjustment, but things are mostly smooth these days.

For track race starts, since Reese can’t hear the traditional gunshot, someone is in front to give him a hand signal or a light goes off. But many times Reese is tipped off to the start of the race by his own senses.

The big question, and likely challenge, for local educators lies in the future, according to Tim Wyrosdick, superintendent of Santa Rosa County Schools.

Under the newly clarified law, if disabled students aren’t able to participate in traditional activities, no matter how many accommodations are made, then schools need to create a separate but comparable activity.

If the current financial situation carries into the future, in order to meet the law, districts might have to scale back existing programs or look for other creative solutions, he said.

Ultimately, though, Wyrosdick said the new emphasis on the law can only be a positive for students.

“I applaud that we open pathways for all disabled students to participate,” Wyrosdick said. “I think that’s an integral part of a student’s life.”

The rules of the game are changing once again at public schools across the United States, but this time the demands are focused outside the classroom.

For decades, districts have been required to provide disabled students with equal access to extracurricular activities under Section 504 of the Rehabilitation Act of 1973. But far too many schools are failing to observe the law, according to a letter released by the U.S. Department of Education’s Office for Civil Rights.

“The United States Government Accountability Office (GAO) published a report that underscored that access to, and participation in, extracurricular athletic opportunities provide important health and social benefits to all students, particularly those with disabilities,” the Jan. 25 letter stated.

“Unfortunately the GAO found that students with disabilities are not being afforded an equal opportunity to participate in extracurricular athletics in public elementary and secondary schools.”

Local school officials said they are still processing the finer nuances of the clarifications provided but, on the whole, it likely won’t change much.

“I do not see where this will be like a learning curve for us or something that will be difficult for us to implement because we’ve been doing it for years,” said Melody Sommer, program director of exceptional student education in Okaloosa County.

Just like countless educators across Florida, officials in Okaloosa, Santa Rosa and Walton counties sit down with the parents and guardians of every student that meets one of the 13 eligibilities to be considered disabled under state law. Together, they figure out what needs to be done to ensure students are given ample opportunity for “meaningful participation.”

Under the law, the disabilities can range from autism to a hearing impairment to a medical issue.

South Walton High School junior Zachary Reese has personal experience with just how far educators will go to ensure he can do everything he is capable of and qualified for.

This year, that meant playing on the school’s football team and running with the track team.

During football and track, Reese’s after-school interpreter, James Burns, is always on the sidelines to communicate any information from coaches or teammates.

“It’s pretty good,” the 18-year-old signed when asked about his experiences on the teams.

He said the most difficult parts had nothing to do with his hearing impairment and everything to do with the physical demands of the sports.

“I grew up around hearing people, so I was kind of used to it,” he said.

According to Burns, who goes to football camp, practices and even travels with Reese during the away games, the district has done a lot to accommodate Reese.

“It’s difficult at times, but for the most part, we get it (information) to him,” Burns said.

According to Quinn Sanders, who is Reese’s track coach and an assistant football coach, learning to communicate with Reese was an adjustment, but things are mostly smooth these days.

For track race starts, since Reese can’t hear the traditional gunshot, someone is in front to give him a hand signal or a light goes off. But many times Reese is tipped off to the start of the race by his own senses.

The big question, and likely challenge, for local educators lies in the future, according to Tim Wyrosdick, superintendent of Santa Rosa County Schools.

Under the newly clarified law, if disabled students aren’t able to participate in traditional activities, no matter how many accommodations are made, then schools need to create a separate but comparable activity.

If the current financial situation carries into the future, in order to meet the law, districts might have to scale back existing programs or look for other creative solutions, he said.

Ultimately, though, Wyrosdick said the new emphasis on the law can only be a positive for students.

“I applaud that we open pathways for all disabled students to participate,” Wyrosdick said. “I think that’s an integral part of a student’s life.”